Perspective taking and synchronous argumentation for learning the day/night cycle

International Journal of Computer-Supported Collaborative Learning

Volumn 6, Issue 1, 2011, Pages 113-138

  Schwarz, Baruch B ^a   Schur, Yaron ^a   Pensso, Haim ^a   Tayer, Naama ^a  

^a HEBREW UNIVERSITY OF JERUSALEM   (Israel)

Author keywords

Argumentation; Conceptual learning; CSCA tools; Expansive learning; Inquiry based learning

Indexed keywords

EID: 79952190888     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-010-9100-x     Document Type: Article

References (55)

1. Andriessen, J. E. B. & Schwarz, B. B. (2009). Argumentative Design. In N. Muller-Mirza, & A. -N. Perret-Clermont (Eds.). Argumentation and Education - Theoretical Foundations and Practices (pp. 145-174). Springer Verlag.
2. Arnseth, H. C., & Säljö, R. (2007). Making sense of epistemic categories. Analysing students' use of categories of progressive inquiry in computer mediated collaborative activities. Journal of Computer Assisted Learning, 23, 425-439.
3. Asterhan, C. S. C., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. The Journal of Educational Psychology, 99(3), 626-639.
4. Asterhan, C. S. C., & Schwarz, B. B. (2009). Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialog. Cognitive Science, 33, 374-400.
5. Asterhan, C. S. C., & Schwarz, B. B. (2010). Online moderation of synchronous e-argumentation. The International Journal of Computer-Supported Collaborative Learning, 5(3), 259-282.
6. Barnett, M., Yamagata-Lynch, L., Keating, T., Barab, S. A., & Hay, K. E. (2005). Using virtual reality computer models to support students understanding of astronomical concepts. Journal of Computers in Mathematics and Science Teaching, 24, 333-356.
7. Baxter, J. (1989). Children's understanding of familiar astronomical events. International Journal of Science Education, 11, 502-513.
8. Chinn, C. A., & Brewer, W. F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654.
9. Collins, H., & Pinch, T. (1994). The Golem: What everyone should know about science. New York: Cambridge University Press.
10. Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13, 15-42.
11. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
12. Dunbar, K. (1995). How scientists really reason: Scientific reasoning in real-world laboratories. In R. J. Sternberg & J. E. Davidson (Eds.), The nature of insight (pp. 3265-395). Cambridge: MIT.
13. Engeström, Y. (1987). Learning by expanding. In Y. Engeström, R. Mettinen, & R. L. Punamäki (Eds.), Aspects of activity theory. Cambridge: Cambridge University Press.
14. Erduran, S., Osborne, J. F., & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
15. Hakkarainen, K., Paavola, S., & Lipponen, L. (2004). From communities of practice to innovative knowledge communities. Line: Lifelong Learning in Europe, 9(2), 74-83.
16. Hakkarainen, K. (2010). Learning communities in the classroom. In K. Littleton, C. Wood, & J. K. Staarman (Eds.), International Handbook of Psychology in Education (pp. 177-225). Emerald.
17. Howe, C. J., Tolmie, A., Duchak-Tanner, V., & Rattray, C. (2000). Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge. Learning and Instruction, 10, 361-391.
18. Kikas, E. (2004). Teachers' conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 5, 432-448.
19. Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. Princeton: Princeton University Press.
20. Linn, M., Davies, E. A., & Bell, P. (2004). Inquiry and technology. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education. Cambridge: Cambridge University Press.
21. Longino, H. (1994). The fate of knowledge in social theories of science. In F. F. Schmitt (Ed.), Socializing epistemology: The social dimensions of knowledge (pp. 135-158). Lanham: Rowan and Littlefield.
22. McAlister, S., Ravenscroft, A., & Scanlon, E. (2004). Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC. Journal of Computer Assisted Learning, 20(3), 194-204.
23. Mortimer, E. F., & Scott, P. (2003). Meaning making in secondary science classrooms. Buckingham: Open University Press.
24. Nussbaum, J. (1985). The Earth as a cosmic body. In E. Guesne, A. Tiberghien, & R. Driver (Eds.), Children's ideas in science. Milton Keynes: Open University Press.
25. Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
26. Piaget, J. (1977). The grasp of consciousness: Action and concept in the young child. London: Routledge.
27. Rasmussen, I., & Ludvigsen, S. (2009). The Hedgehog and the fox: a discussion of the approaches to the analysis of ICT Reforms in teacher education of Larry Cuban and Yrjö Engeström. Mind, Culture, and Activity, 16(1), 83-104.
28. Rasmussen, I. & Ludvigsen, S. (2010). Learning with computer tools and environments: A socio-cultural perspective. In K. Littleton, C. Wood, & J. K. Staarman (Eds.), International handbook of psychology in education (pp. 399-434). Emerald.
29. Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B., Steinmuller, F., & Leone, T. J. (2001). BGuILE: Stategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver, & D. Klahr (Eds.), Cognition and instruction: Twenty five years of progress. Mahwah, NJ: Erlbaum.
30. Rummel, N., & Spada, H. (2005). Learning to collaborate: an instructional approach to promoting collaborative problem solving in computer-mediated settings. Journal of the Learning Sciences, 14, 201-241.
31. Rummel, N., Spada, H., & Hauser, S. (2009). Learning to collaborate while being scripted or by observing a model. International Journal of Computer-Supported Collaborative Learning, 4, 69-92.
32. Sandoval, W. A. (2003). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences, 12(1), 5-51.
33. Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88, 345-372.
34. Schoultz, J., Säljö, R., & Wyndhamn, J. (2001). Heavenly talk: Discourse, artifacts, and children's understanding of elementary astronomy. Human Development, 44, 103-118.
35. Schur, Y. (1998). Thinking journey to the moon. Jerusalem: Ma'alot. in Hebrew.
36. Schur, Y. & Galili, I. (2008). A thinking journey: A new mode of teaching science. International Journal of Science and Mathematics Education. On line: http://www. springerlink. com/content/u8uhj156546p7072/.
37. Schur, Y. & Kozulin, A. (2008). Cognitive aspects of science problem solving: two mediated learning experience based programs. Journal of Cognitive Education and Psychology, 7(2).
38. Schur, Y., Skuy, M., Zietsman, A., & Fridjhon, P. (2002). A Thinking journey based on constructivism and mediated learning experience as a vehicle for teaching science to low functioning students and enhancing their cognitive skills. School Psychology International, 23(1), 36-67.
39. Schwarz, B. B. (2008). Escalate: The white book. www. escalate. org. il.
40. Schwarz, B. B. & Asterhan, C. S. C. (2010). E-moderation of synchronous discussions in educational settings: A nascent practice. To appear in the Journal of the Learning Sciences.
41. Schwarz, B. B., & De Groot, R. (2007). Argumentation in a changing world. International Journal of Computer-Supported Collaborative Learning, 2(2-3), 297-313.
42. Schwarz, B. B. & De Groot, R. (2010). Breakdowns between teachers, educators and designers in elaborating new technologies as precursors of change in education to dialogic thinking. In S. Ludvigsen, A. Lund, & R. Säljö (Eds.), Learning Across Sites: New tools, infrastructures and practices (pp. 261-277). New Perspectives on Learning and Instruction Series. Routledge.
43. Schwarz, B. B., & Glassner, A. (2007). The role of floor control and of ontology in argumentative activities with discussion-based tools. International Journal of Computer Supported Collaborative Learning, 3(4), 449-478.
44. Schwarz, B. B., Asterhan, C. S. C. & Gil, J. (2009). Human guidance of synchronous e-discussions: The effects of different moderation scripts on peer argumentation. Proceedings of the Computer-Supported Collaborative Learning Conference. University of Rhodes, Greece.
45. Scott, P., Ametller, J., Mortimer, E., & Emberton, J. ((2010). Teaching and Learning disciplinary knowledge: developing the dialogic space for an answer when there isn't even a question. In C. Howe & K. Littleton (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 289-303). Routledge.
46. Stegmann, K., Weinberger, A., & Fischer, F. (2007). Facilitating argumentative knowledge construction with computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2, 421-447.
47. Suthers, D. D. (2003). Representational guidance for collaborative inquiry. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 27-46). Dordrecht: Kluwer Academic.
48. Trumper, R. (2001). A cross age study of senior high school students' conceptions of basic astronomy concepts. Research in Science & Technological Education, 19, 97-107.
49. van Eemeren, F. H., Grootendorst, R., Henkenmans, F. S., Blair, J. A., Johnson, R. H., Krabb, E. C., et al. (1996). Fundamentals of argumentation theory: A handbook of historical background and contemporary developments. Hillsdale: Lawrence Erlbaum Associates, Inc.
50. Vosniadou, S. A., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-182.
51. Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19, 203-222.
52. Vygotsky, L. S. (1987). Thinking and speech. N. Minick (Ed. and translator). New York: Plenum.
53. Walton, D. (2006). Fundamentals of critical argumentation: Critical reasoning and argumentation. New York: Cambridge University Press.
54. Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer supported collaborative learning. Instructional Science, 33, 1-30.
55. Yair, Y., Schur, Y., & Mintz, R. (2003). A Thinking Journey to the solar system using scientific visualization technologies. Journal of Science Education and Technology, 12(1), 43-49.